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COURSE OF STUDY 



FOR 

HIGH SCHOOLS 

PART III. SOCIAL SCIENCE STUDIES 

090 




ARKANSAS 

STATE BOARD OF EDUCATION 

1925 

A. B. HILL, Superintendent 



•r^i !«*>. 



COURSE OF STUDY 



FOR 



HIGH SCHOOLS 



C3€? 



PART III. SOCIAL SCIENCE STUDIES 



<i3V) 




ARKANSAS 
STATE BOARD OF EDUCATION 

1925 



A. B. HILL, Superintendent 






%<=\ 



0-^ 



statf: board of education 

A. B. HILL, Chairman, Little Rock, 

State Superintendent of Public Instruction 

E. HAMILTON, Wynne, 

Member from First Congressional District 

SIDNEY PICKENS, Batesville, 

Member from Second Congressional District 

L. W. CLARK, Jasper, 

Member from Third Congressional District 

G. C. HARDIN, Fort Smith. 

Member from Fourth Congressional District 

M. W. HARDY, Little Rock, 

Member from Fifth Congressional District 

W. N. TRULOCK, Pine Bluff, 

Member from Sixth Congressional District 

D. A. BRADHAM, Warren, 

Member from Seventh Congressional District 

A. S. ROSS, Clerk, Little Rock 



DIVISION- ;\ 



J 



INTRODUCTORY 



The modern world which our high school pupils enter is a highly 
-complex society full of perplexities and problems. America and the 
world need today, more than ever before in history, a high type of 
trained and enlightened citizenship. We need today a greater number 
of people who have a broad knowledge of the origin, nature, and 
gradual development of our instiutions ; a greater number who have 
a broad viewpoint and a sympathetic appreciation of the interdepen- 
dence of nations and their intricate economic interests ; and, finally,, 
a greater number of people who have been so trained in scientific 
habits of thought that they may react towards the great social 
problems on the basis of intelligence and deliberative judgment rather 
than on the basis of predisposition, prejudice, propaganda, or personal 
advantage. 

The social science studies are peculiarly well adapted by the 
nature of their content to aid in the attainment of these important 
objectives. If the materials are judiciously selected and if the subject 
matter is properly presented, exceptional opportunities are offered 
for training high school boys and girls for the responsibilities of 
citizenship. 

This bulletin on the Social Science Studies in the High Schools 
is the first outline of these subjects that has been issued by the State 
Department of Education. It is confidently hoped that these outlines 
will enable our schools to make a more definite contribution to those 
activities of pupils that train for effective citizenship. 

Two of the subjects outlined. History and Civics, already have 
a well established place in the curricula of all high schools. This is 
as it should be. When properly taught, they rank among the subjects 
which are most essential in the education of pupils of the secondary 
school age. Abundant evidence is available, however, which indicates 
that if these courses are to render the greatest service to the growing 
youth of the country, they must be very materially reorganized in 
many of the high schools of the state. Less emphasis should be 
placed upon countless facts and details about political and militaristic 
developments and upon ancient and medieval times, and greater 
importance should be attached to the social, industrial, and intellec- 
tual aspects of contemporary life. 

Three other subjects are included in the social science curriculum 
as outlined here. Study of Occupations, Elementary Economics, and 



Elementary Sociology. Many schools, more particularly the larger 
ones, prefer to teach Economics and Sociology as one comprehensive 
course under the title of Problems of Democracy. In either case, 
the dominant purpose of the work should be to bring the adolescent 
pupil mto intimate contact with the insistent industrial, social, and 
political problems of the day. 

This bulletin has been prepared under the direction of Mr. John 
G. Pipkin, Head of Social Science Department, Little Rock High 
School. The other members of the Committee who assisted in the 
preparation of the outlines are : 

Mr. J. E. Bardelmeier, Supt. of Schools, Stuttgart. 

Mrs. Jennie K. Brown, Teacher of History, East Side Junior 
High School, Little Rock. 

Miss Anna Gantt, Teacher of History, Pine Bluff High School. 

Miss Rosa Hardy, Principal of High School, Blytheville. 

Mrs. Manila Tucker, Teacher of History, Stuttgart. 

H. G. HOTZ, 
State High School Supervisor. 



TABLE OF CONTENTS 

Page 

1. General Purpose of the Social Science Studies 7 

2. Suggested Curricula in the Social Science Studies 7 

Four Plans Suggested. 

Characteristic Features of Each Plan. 

Combination and Alternation of Classes in Small Schools. 

Requirements for Graduation. 

3. Community Civics— Ninth Grade 9 

Aims in Community Civics. 

Time Allotment. 

Outline of Subject Matter. 

Methods of Teaching. 

Suggested Projects. 

Bibliography. 

4. Occupations — Ninth Grade 12 

Purposes in the Study of Occupations. 

Outline of Subject Matter. 

Qualifications of the Teacher. 

Principles to be Observed. ' 

Bibliography. 

5. World History 15 

Purposes or Aims in World History. 

Time Allotment. 

Outline of Subject Matter. 

Bibliography. 

6. American History Ig 

Aims and Values of American History. 
Methods of Teaching. 
Outline of Subject Matter. 
Bibliography. 

7. Problems of Democracy 22 

a. Elementary Economics — 

Objectives in Elementary Economics. 
General Plan of the Course. 
Outline of Subject Matter. 

b. Social Problems or Elementary Sociology- 

General Aims. 

Plan of Work. 

Outline of Material to be Used. 

Suggestions on Methods of Presentation. 

Bibliography. 

8. Classroom Supplies and Teachers' Aids 29 

Maps and Charts. 
Visual Aids. 
Outlines. 
Magazines. 



1. GENERAL PURPOSE OF THE SOCIAL SCIENCE 

STUDIES 

The main objective in the teaching of all the social sciences in the 
secondary schools of Arkansas is to train the boys and girls to become 
active, intelligent citizens. The individual, and society as a whole, is con- 
stantly confronted with problems upon the solution of which the progress 
of civilization depends. In no other courses will the young citizens become 
better acquainted with the principal social, economic and political problems 
that confront their lives than in the social sciences. 

It is peculiarly the province of the social sciences to show how these 
problems have manifested themselves throughout the progress of human 
society. Through daily discussions, collateral readings, field trips, and 
assigned projects, the pupils will experience interesting reactions to vital 
problems connected with education, religion, health, recreation, agricul- 
ture, labor, transportation, commerce, manufacturing, finance, law making, 
and law enforcement. In this way the boys and girls will obtain a body 
of valuable information and they will also see in this connection the many 
problems of modern society which need solution. 

Furthermore, it is through such studies that the emotional life of the 
children can be best trained. Intelligence without the proper social spirit 
will defeat the purpose of all secondary education. And thus, through the 
study of the social sciences, as suggested in this course of study, our future- 
citizens will learn what problems our communities are confronted with, the 
general direction in which the proper solution lies; and, having acquired 
the social spirit, it is highly probable that a better type of citizenship will 
evolve from our secondary schools. 

2. SUGGESTED CURRICULA IN THE SOCIAL SCIENCE 

STUDIES 

Four Plans Suggested 

Courses in the Social Science Studies in a high school may be organ- 
ized according to any of the following plans: 

FIRST YEAR 
PLAN A PLAN B 

Units Unita 

Community Civics 1 Community Civics ^ 

or World History to 1650 A. D % 

Community Civics (6 mos.) and 

Occupations (3 mos.) 1 

SECOND YEAR 
PLAN A PLAN B 

Units Units 

World History 1 World History Since 1650 1 

THIRD YEAR 
PLAN A PLAN B 

Units Unita 

American History 1 American History 1 

FOURTH YEAR 
PLAN A PLAN B 

Units Units 

Elementary Economics Vs Elementary Economics % 

Elementary Sociology ^ Elementary Sociology % 

or or 

Problems of Democracy 1 Problems of Democracy 1 



Course of Study for High Schools 



FIRST YEAR 

PLAN C PLAN D 

Units Units 

World History to 1815 1 Community Civics V2 

Economic Civics V2 

or 

Community Civics 1 

or 
Community Civics and Occupa- 
tions 1 

or 
Economic Civics 1 

SECOND YEAR 
PLAN C PLAN D 

Units Units 

World History Since 1815 1 World History to 1815 1 

THIRD YEAR 
PLAN C Units 
Units PLAN D 
American History 1 World History Since 1815 1 

FOURTH YEAR 
PLAN C PLAN D 

Units Units 

Elementary Economics % American History ^^ 

and and 

Elementary Sociology Vz Problems of Democracy V2 

or or 

Problems of Democracy 1 Advanced Civics i/^ 

Characteristic Features of Each Plan 

Plan A. It is believed that Plan A will fit the needs of a larger number 
of Arkansas high schools than any of the other plans. It lends itself more 
readily to the practice of combining and alternating classes, which is now 
very extensively followed in all of the smaller high schools where the 
teaching force is limited. Besides, most of the small high schools, on 
account of their comparatively small number of teachers, find it imprac- 
ticable to offer more than one unit of History in addition to American 
History. All high schools adopting this plan, no matter how small, can 
and should offer the entire program. 

At the present time the evidence is overwhelmingly in favor of Plan A. 
This is substantiated by the results of the investigations that have been 
conducted by The Committee on Social Studies of the National Commission 
on the Reorganization of Secondary Education, The National Council for 
the Social Studies, The History Curricula Inquiry, and a number of State 
Committees on High School Courses of Study. 

Plan B. Plan B differs from Plan A only in the fact that the course in 
Civics in the first year is condensed into a half-unit course, thus leaving a 
year and a half for the survey course in World History instead of only one 
year as under the first-named plan. Some schools prefer to give a more 
intensive course in World History than would be possible under the one- 
year arrangement. 

Plan C. The characteristic feature of Plan C is the omission of the 
course in Civics and the extension of the high school course in World His- 
tory to the full two-year course. This plan differs from Plan A and Plan B 
in that two years are devoted to World History instead of one or one and 
a half, the extra time making possible a more intensive treatment of topics 
and the inclusion of a greater number of topics than would be possible 
under the other plans. 



Course of Study for High Schools 



Under Plan C, where two years are given to the course in World His- 
tory, it is obvious that there will be many pupils, probably a majority in 
each class, who will elect only one unit of the two. All such pupils should 
be advised to take the course as outlined in the second year rather than in 
the first. 

Plan D. This is the most conservative of the plans proposed. It pro- 
vides for one of the various types of the new Civics in the first year and 
for a two-year course in World History, though, unlike Plan C, it defers 
this course to the second and third years instead of offering it in the first 
and second. Unlike any of the other plans, it provides a one-unit course 
only in American History and Problems of Democracy or Advanced Civics 
and defers this course until the fourth year. 

Combination and Alternation of Classes in Small Schools 

The smaller high schools employing one to four teachers can increase 
their unit-offerings in the Social Studies by combining classes and offering 
certain subjects in alternate years. 

A small school using Plan A, as specified above, may offer Community 
Civics one year to both first and second-year classes, and the course in 
World History the following year, and may continue to alternate these sub- 
jects in successive years. American History and Problems of Democracy 
may be offered in alternate years to the third and fourth-year classes com- 
bined. Classes in World History in Plan C or Community Civics and World 
History in Plan B may also be alternated and combined. For instance. 
World History (since 1815) may be taken, if circumstances require it, 
before either Community Civics or World History (before 1815), although 
this is not very satisfactory. 

Problems of Democracy should always be taken in the fourth year of 
the high school course, unless it is alternated with American History. When 
so alternated, it may be given in the third year. 

It is conceded that the scheme of combining classes and offering sub- 
jects in alternate years has certain undeniable disadvantages, but the 
Department feels that, in spite of these, the permission to combine classes 
is justified in order to allow our small high schools to offer richer courses 
in certain fundamental branches without at the same time increasing the 
size of the teaching force and thereby making the per capita cost of 
instruction in these schools excessive. 

Requirements for Graduation 

The state law requires that all high school graduates shall have sat- 
isfactorily completed at least one unit of work in American History and 
Civics. It is recommended here that two units of credit in the Social Science 
Studies be required for graduation from the high school — American His- 
tory and Civics and, preferably, one year of work in World History. The 
tendency at present, however, is to require some form of citizenship training 
in each year of the high school course. 

3. COMMUNITY CIVICS— NINTH GRADE 

The significance of the term Community Civics does not imply geo- 
graphical location, but rather relationships and community interests. Com- 
munity Civics lays emphasis upon the local community because it is the 
community witli which every citizen, especially the child, comes into most 
intimate relations. But our state, our nation, and our world are com- 
munities as well as our city or our village; and a child is a citizen of the 
larger as well as of the smaller community. 



10 C^ouRSE OF Study for High Schools 

Aims in Community Civics 

The main objective in the teaching of Civics is to get the child to per- 
form his part in his civic life. To prepare him for this, Community Civics 
should help the child to know his community — not merely facts about it — 
but the meaning of his community life, what it does for him, how it does it, 
what the community has a right to expect from him, and how he may fulfill 
his obligations. Meanwhile, it should cultivate in him the essential qual- 
ities and habits of good citizenship. 

Specific aims in the teaching of Community Civics are to teach the 
pupil : 

1. To see the importance and significance of elements of welfare in 
their relations to himself and the community of which he is a member. 

2. To know the social agencies, governmental and voluntary, that exist 
to secure these elements. 

3. To recognize his civic obligations, present and future, and to 
respond to them by appropriate action. 

Time Allotment and Selection of Texts 

For a course covering approximately a half year, the textbook should 
not be too extensive, although it must include all the vital topics. It must 
be easy of adaptation to any locality so that the topics of special interest 
or need in a particular community may be stressed by the teacher. For 
instance, in a very few communities in Arkansas, immigration and Ameri- 
canizing our foreigners would be the most important topic and should have 
an extended time allotment; in others, health; in others, education and 
raising educational standards would be the major subjects. Thus, while 
Community Civics covers in general the same subject matter, it should in 
each case be worked out by the teacher to cover the individual needs of 
the community. Further, it should be arranged in a teachable order. It 
should begin with the more intimate life of the child and advance to topics 
further removed from his earlier experience. 

Outline of Subject Matter 

Following are the main topics of a suggested course in Community 
Civics. The material is organized under four main divisions and eaclt 
division is further divided into several sub-topics. 

I. Group Life — 

1. Myself and Others. 

2. The Family. 

3. The School. 

4. The Church. 

5. The Community. 

II. Problems of the Community — 

1. The Health of the Community. 

2. Religious Life of the Community. 

3. Education in the Community. 

4. Police Protection. 

5. Fire Protection and Prevention. 

6. Recreation. 

7. Civic Beauty. 

8. Charity. 

III. Industrial Society— 

1. Work and the Worker. 

2. The Exchange of Goods. 



Course of Study for High Schools 11 



3. Communication and Transportation. 

4. Labor and Capital. 

IV. Government and Politics — 

1. Local Government. 

2. State Government. 

3. Tlie National Government. 

4. Suffrage and Elections. 



Methods of Teaching 

Tlie metliods best suited to the teacliinj? of Community Civics employ 
some kind of action on the part of the pupils. It is necessary for the 
Civics teacher to demonstrate existing interests. The child must be given 
an opportunity as far as possible to live his Civics both in the school and 
in the community. To learn by doing is one of the oldest and soundest of 
pedagogical principles. This may be accomplished by using a socialized 
recitation, a dramatization, a debate, or a project. 

Community Civics, because of the nature of the subject, lends itself 
effectively to the project method. Since the following steps are involved" 
(1) purposing, (2) planning (3) execution, (4) judgment, the child is com- 
pelled to live his Civics. The teacher must first set the stage, or furnish 
the inspiration in the approach to the topic. From this, the child awakens 
to the purpose and acquires a desire for the work. Second, comes the plan- 
ning, in which the child develops initiative as well as a spirit of co-operation 
and good citizenship. Third, under execution, the child, through his own 
investigation, gains information which shows him some important phase 
of community life. Information gained this way is vital and purposeful 
not merely technical. In the fourth step, last though not least, the child 
under careful guidance learns to weigh and evaluate the information he has 
gained and form his own judgment. In this way recognition of responsi- 
bility is developed, accompanied by appropriate participation, if possible. 

Suggested Projects 

The following projects have actually been carried out by Civics classes: 

1. Drive for better physical fitness. 

2. Safe and sane Hallowe'en. 

3. Safety first — city traffic ordinances. 

4. Fire protection campaign. 

5. Drive to assist scout organization. 

6. Campaign against tardiness. 

7. Drive to raise the educational standard of the county. 

8. Stay-in-high-school campaigns. 

9. Beautification of school grounds. 

10. Clean-up week. 

11. Campaign against bill boards. 

12. Campaign against abuse of school property. 

13. Anti-rubbish campaign. 

14. Thrift campaign — planning of individual budgets. 

15. Court of naturalization. 

16. Good-fellow campaign. 

17. Election of class officers — parties, platform, primary and general 
election. 

18. Dramatization of court. 

19. Dramatization of legislature. 

20. Student government in school. 



12 Course of Study for High Schools 

BIBLIOGRAPHY 

I. References for Pupils: 

Adams: Community Civics. Scribners. 

Allen: Civics and Health. Ginn. 

Ames and Eldred: Community Civics. Scribners. 

Ashley: The New Civics. Macmillan. 

Beard: American Citizenship. Century. 

Dunn: Community Civics for City Schools. Heath. 

Dunn: Community Civics and Rural Life. Heath. 

Pinch: Everyday Civics. American. 

Giles: Vocational Civics. Macmillan. 

Gitteau: Preparing for Citizenship. Houghton. 

Hepuer: The Good Citizen. Houghton. 

Hepner: Studies in Community Life. Houghton. 

Hill: Community Life and Civic Problems. Ginn. 

Hughes: Economic Civics. Allyn. 

Hughes: Community Civics. Allyn. 

Judd and Marshall: Lessons in Community and National Life. Series 
B and Series C. United States Bureau of Education. 

Lapp: Elements of Civics. Bobbs. 

Lewis: Citizenship. Harcourt. 

Marshall: Story of Human Progress. Macmillan. 

Mavity: Responsible Citizenship. Sanborn. 

Nida: City, State, and Nation. Macmillan. 

Reed: Loyal Citizenship. World. 

Rugg, Rugg and Schweppi: Social Science Pamphlets. Privately pub- 
lished by the Authors, Lincoln School, Columbia University, New York City. 

Towne: Social Problems. Macmillan. 

Turkington: My Country. Ginn. 

Zeigler and Jacquette: Our Community. Winston. 

(See also lists of books suggested in First Purchase List of One Thou- 
sand Books for High School Libraries published by this Department.) 

II. References for Teachers: 

Almack: Education for Citizenship. Houghton. 

Barnard and Others: Teaching of Community Civics. United States 
Bureau of Education, Bulletin 23, 1915. 

Cabot and Others: A Course in Citizenship and Patriotism. Houghton. 

Dunn: Social Studies in Secondary Education. United States Bureau 
of Education, Bulletin 28, 1916. 

Dunn and Harris: Citizenship in School and Out. Heath. 

Hatch: Projects in Citizenship. Teachers College, Columbia Univer- 
sity, New York City. 

Hill: The Teaching of Civics. Houghton. 

Shields: The Social Studies in Development. Teachers College 
Record, March, 1922. 

State Board of Education, Oklahoma: Citizenship and History Course 
for Junior High Schools. 

State Department of Education, Maryland: The Teaching of the Social 
Studies. 

4. OCCUPATIONS— NINTH GRADE 

In our never-ending attempt so to shape our schools that they meet 
the needs of democracy we are coming to a realization of the important 
role vocation plays in life. Especially during the early adolescent age is 
the interest of the child in gainful occupation a growing one, with infinite 
possibilities for good, and just as infinite possibilities for folly. Public 
education, which is a deliberate attempt on the part of the State "to mould 
human beings" each to take his own place in our democracy, is beginning 



Course of Study for High Schools 13 

to realize that the composite effect of vocation and fitness in vocation is 
tremendous. And yet most of our pupils go out of our schools with an 
appalling lack of conception of our economic life, the phase of life in which 
Americans can truly claim distinction, a phase of life that is vital to every- 
one, and one that claims our best energies. For the happiness of the 
worker, for the soundness of our democracy, vocational inspiration and 
vocational guidance are necessary. 

Purposes in the Study of Occupations 

The purposes in the study of occupations are two-fold: 

1. To give an understanding of the fundamental structure of our eco- 
nomic life and to develop valuable social and civic ideals, such as fair play, 
sympathy, co-operation, and a feeling of responsibility for impi'oving affairs. 

2. To give information concerning the vocations of the United States 
and the immediate community that will help pupils to become happy 
workers in the world. 

Outline for the Study of Occupations 

The following are suggestive lists of topics to be pusued in a study of 
Occupations: 

I. General Classification of Vocations — 

The major divisions of employment usually mentioned are three — 
The manual occupations, the m^ercantile occupations, and the profes- 
sional occupations. The Department of Census, however, expands 
these three divisions into nine, as follows: 

1. Agriculture, Forestry, and Animal Industry. 

2. Extraction of Minerals. 

3. Transportation. 

4. Manufacturing and Mechanical Industries. 

5. Trade. 

6. Public Service. 

7. Professional Service. 

8. Domestic and Personal Service. 

9. Clerical Occupations. 

II. Individual Vocations Properly Belonging Under Each of the Above 

Classifications — 

Detailed lists of occupations should be made and classifications 
explained. 

III. Nature of the Various Vocations — 

A. Suggested list of vocations to be studied: 

10. Author. 

11. Journalist. 

12. Musician. 

13. Scientist. 

14. Actor. 

15. Lawyer. 

16. Minister. 

17. Teacher. 

18. Other new occupations. 

B. Suggested methods of procedure in job-analysis: 
1. Importance of the vocation — 

a. To world. 

b. Number engaged in it. 

c. Capital invested. 

d. Future outlook. 



1. 


Farmer 


2. 


Merchant. 


3. 


Banker. 


4. 


Manufacturer. 


5. 


Engineer. 


6. 


Architect. 


7. 


Mechanic. 


8. 


Inventor. 


9. 


Artist. 



14 Course of Study for High Schools 

2. Advantages. 

3. Disadvantages and problems. 

4. What can the work offer the worker? 

a. Health. 

b. Opportunities. 

c. Remuneration. 

d. Hours. 

e. Relation to employer, fellow workers, community. 

5. What must the worker bring to the work? 

a. Tasks he must do. 

b. Qualifications demanded. 

6. Preparation — Type of educational training that will best fit 
one for efficiency in this occupation. 

7. Biographies of leaders. 

IV. Intensive Study of a Few Additional and Typically Local Occupations. 

V. Preparation of Information and Concrete Materials on the Commu- 
nity's Industries — 

1. Booklet. 

2. Statistics. 

3. Exhibits. 

4. School program. 

VI. Analysis of Aptitudes and Capabilities of Individual Pupils — 

This is a phase of vocational work that must not be omitted. Intel- 
ligence, prognosis, and vocational tests in our high school work, 
although still in an experimental stage, are for that reason all the 
more interesting to the live teacher. With the development of 
our social studies program they will undoubtedly occupy an increas- 
ingly more important place. If the proper spirit of frankness and co- 
operation between teacher and pupil exists, these tests can be used 
to determine the interests and needs of pupils, and valuable informa- 
tion for school records can be secured. 

Qualifications of the Teacher 

The teacher's qualifications are an extremely important factor in the 
successful operation of this course. It is desirable that the teacher for this 
course should have considerable training in history, geography, economics, 
civics, and sociology; it is essential that he be sympathetic with the ideals 
and aspirations of adolescent pupils; and it is also necessary that he have 
a broad background of world experience. Sometimes the principal or super- 
intendent is the only member of the faculty who has the necessary qualifi- 
cations; frequently he will lack them. The course in occupations should 
not be attempted unless the training, disposition, and experience of the 
instructor promise a successful outcome. 

Principles to be Observed 

1. Develop in the pupil the habit of questioning and inquiring. It is 
important that pupils shall be thinking vocationally during their high 
school years and that vocational contacts shall be frequently established 
and directive influences occasionally introduced by the school. 

2. Let the pupil realize that he has an important place to fill in our 
economic life. 

3. The greatest danger in vocational guidance is that it may become 
paternalistic and hasty. The purpose of the course in occupations is not 
to decide on a vocation for every one. The emphasis should be placed on 
the last word in the phrase "vocational guidance." Let the last decision 
be the pupil's when it comes. 



CouKSE OF Study for High Schools 15 

BIBLIOGRAPHY 

I. References for Pupils: 

Allen: Guide to the Study of Occupations. Harvard University Press. 

Center: Worker and His Work. Lippincott. 

Davis: Vocational and Moral Guidance. Ginn. 

Ellis: Money Value of Education. United States Bureau of Education 
Bulletin, No. 22, 1917. 

Filene: Careers for Women. Houghton. 

Giles: Vocational Civics. Macraillan. 

Gowin and Wheatley: Occupations. Ginn. 

Jackson: What Men Do. Macmillan. 

Monsell and Allen: Come On, Girls, Let's Go. Institute for Public 
Service, New York City. 

Pollitzer: A Brief Description of the Work of the Vocational Service 
for Juniors of New York City. Employment Service, United States Depart- 
ment of Labor. 

Rollins: What a Young Man Can Do. Little Brown. 

Sanders: Will It Pay Me to Go to High School? Thos. E. Sanders, 
Racine, Wis. 

Winship: Why Graduate. Institute for Public Service, New York 
City. 

(See also list of books in Vocational Guidance suggested in First Pur- 
chase List of One Thousand Books for High School Libraries.) 

II. References for Teachers: 

Brewer: Material for the Class in Occupations. Bureau of Vocational 
Guidance, Graduate School of Education, Harvard University. 

Clark: Progress and Patriotism. Public School Publishing Company. 

Open Road. Bibliography of Books Dealing With a Single Vocation. 
June, 1922. 

Parsons: Choosing a Vocation. Houghton. 

Stanford University: Vocational Information. Bulletin No. 19. 

United States Bureau of Education: Bulletins 19 and 24, 1918. 

III. Pamphlets and Magazines: 

Brooklyn Vocational Guidance Association. Pamphlets (issued period- 
ically). 25 Jefferson Ave., Brooklyn. 

Bureau of Vocational Guidance: National Vocational Guidance Asso- 
ciation Bulletin. Graduate School of Education, Harvard University. 

Bureau of Vocational Information: News-Bulletin. 2 West 43rd Street, 
New York City. 

Federal Board of Vocational Information: Library Circular (issued 
monthly). Washington, D. C. 

National Society for the Study of Education: Twenty-third Year Book 
Part II. 

Open Road: Magazine (issued monthly). 248 Boylston Street, Boston, 

4. WORLD HISTORY 

The World War turned all eyes toward Europe, and the astonishing 
ignorance of conditions leading to that war has stimulated the study of 
such history of the world as has affected the development of our civiliza- 
tion. As a nation of people we can never be commercially, economically 
and socially independent. If people today expect to live to the fullest 
extent, they must have a working knowledge of the conditions of the 
present and how they came about. 



16 Course of Study for High Schools 

This course is an attempt to outline those salient features of the 
"world's history which seem to have significance today — the growth of 
democracy, the decline of autocracy, the growth of world unity, the influence 
of modern business enterprise, the recent achievements in science, are 
events of profound significance. Western civilization is a complex unity, 
the disturbance of which profoundly affects all modern peoples. 

Purposes or Aims of World History 

Briefly stated, this course is intended as a more or less intensive study 
of modern times, preceded by a brief preliminary survey of world progress 
to about the eighteenth century. The specific aim of instruction in the 
Mstory of nations other than our own, as given by the Commission on the 
Reorganization of Secondary Education, "should be the cultivation of a 
sympathetic understanding of such nations and tlieir peoples, of an intel- 
ligent appreciation of their contributions to civilization, and of a just atti- 
tude toward them." 

Otlier aims of instruction in this course may be listed as follows: 

1. To broaden the pupils' horizon. 

2. To strengthen the pupils' powers of comprehension. 

3. To train pupils to form sound opinions. 

4. To teach pupils how to find and to judge the value of information. 

Time Allotment 

It will be noted that one year is given to this course Under Plan A, 
a year and a half under Plan B, and two years under Plans C and D. The 
course is to be considered identical in aim, content, and organization, 
whether it is completed in one year, a year and a half, or two years. The 
course should be considered as a survey of human progress and develop- 
ment, with steadily increasing emphasis upon the events of Modern History. 

Roughly speaking, and as a guide to the teacher in planning her course 
in World History, or the study of the "Modern World" as some prefer to 
call it, the time "allotment on the main divisions of the course may be indi- 
cated as follows on the basis of a 36-week school year: 

Approximate Number of Weeks for 
Plans: 

Period a b c & d 

(1 Tr.) (IJ Trs.) (2 Yrs.") 

From earliest times to Peace of Westphalia 6 8 12 

From 1650 to Congress of Vienna 12 18 24 

From 1817 to 1870 8 12 16 

From 1870 to the present 10 16 20 

The teacher should study carefully the course as outlined in the next 
section, making a careful inventory of the topics. Having done this, she 
should plan to distribute the time and energy of the class in such a way 
as to maintain the relative value of the vaiious topics. 

Outline of Course in World History 

A. Preliminary Survey of Ancient and Medieval World: 

I. The First Three Thousand Years of the World's History — The 
Oriental Empires. 
II. Greeks and the Empire of Alexander. 
III. The Roman Empire — A World-State. 

VI. The Breakup of the Roman Empire — German Migrations — Ger- 
man Kingdoms and German-Roman Empires. 
V. Mohammedanism and the Arab Kingdoms. 



Course of Study for High Schools 17 

VI. The Papacy and the Holy Roman Empire — The Crusades. 
VII. The Rise of National States: England, France, and the Hun- 
dred Years War; Spain. 
VIII. The Renaissance — The Universities — The Rise of Cities — The 
Middle Class — Industry and Commerce. 
IX. The Discovery of the New World, and the Expansion of Europe. 
X. The Spanish Empire and Dutch Republic. 
XI. The Ottoman Empire. 
XII. The Reformation and the Thirty Years War. 

XIII. The English Revolution of the Seventeenth Century. 

XIV. The Domination of Europe by France — Louis XIV. 

XV. The Rise of Russia: Peter the Great — The Rise of Prussia: 
Frederick the Great. 

B. The Modern World: 

I. Colonial Expansion and the Formation of the United States. 
II. The French Revolution. 

III. The Napoleonic Empire. 

IV. Reaction and Revolution. 
V. The Industrial Revolution. 

VI. Unification of Great States. 

1. The Unification of Italy. 

2. The American Struggle for Unity. 

3. The Unification of Germany. 

VII. Development of Great European States. 

1. Great Britain. 

VIII. Development of Great European States. 

2. France. 

3. Germany. 

IX. Development of Great European States. 

4. Italy. 

5. Austria-Hungary. 

6. Russia. 

X. Colonial Expansion and the Unification of World History. 
XI. International Relations and the Unification of World History. 

1. Origins of the World War. 
XII. Turkey and tlie Eastern Question. 

2. Origins of the World War. 

XIII. The W^orld War. 

1. Immediate Causes. 

XIV. The World War. 

2. The Course of the War. 

XV. The Paris Peace Conference and the League of Nations. 
XVI. The World Today. 

1. Recent Events of World Significance. 

2. Western Civilization. 

BIBLIOGRAPHY 
1. References for Pupils: 

Adams: European History. Macmillan. 

Ashley: Modern European Civilization. Macmillan. 

Ashley: Early European Civilization. Macmillan. 

Breasted: Ancient Times. Ginn. 

Elson: Modern Times and the Living Past. American. 

Emerton: Introduction to Middle Ages. Ginn. 



18 Course of Study for High Schools 

Harding: New Medieval and Modern History. American. 
Hayes and Moon: Modern History. Macmillan. 
Hazen: Modern Europe. Holt. 

Robinson and Breasted: History of Europe (Ancient and Modern). 
Ginn. 

Robinson, Breasted and Smith: Recent European History. Ginn. 
Robinson and Beard: History of Europe, Our Own Times. Ginn. 
Robinson, Smitli and Breasted: Our World Today and Yesterday. 
Ginn. 

Webster: World History. Heath. 
Webster: European History. Heath. 

Part I — Ancient History (one semester course). 

Part 11 — Medieval and Early Modern Times (one semester). 

Pait III — Modern Times (one semester course). 
Webster: Modern European History. Heath. 
Webster: Early European History. Heath. 
West: Story of Early Progress. Allyn. 
West: Story of Modern Progress. Allyn. 

West: Short History of Early Peoples (one-half year). Allyn. 
West: Short History of Modern Peoples (one-half year). Allyn. 
West: Story of World Progress. Allyn. 
West: New Modern World. Allyn. 

(See also suggested lists of books in Ancient, Medieval and Modern 
History as given in First Purchase List of One Thousand Books for High 
School Libraries.) 

II. References for Teachers: 

Bush: History and Social Science Curriculum. Joliet Township High 
School, Joliet, 111. 

Pfeiffer: A Survey of World History. State Department of Public In- 
struction, Lincoln, Neb. 

State Department of Education, Baltimore, Md. The Teaching of the 
Social Studies. 

State Department of Education, Harrisburg, Pa.: Pennsylvania State 
Program of the Social Studies. 

Tryon; Suggestive Outline for World History. School Review, June, 
1922, pp. 4fi7 ff. 

6. AMERICAN HISTORY 

The course in American History is required of all high school pupils. 
Under Plan A, Plan B, and Plan C it is a full unit course in the third year 
of the high school. It may also be offered in the fourth year as in Plan D. 

Many schools have found it profitable to correlate and supplement the 
work in American History with Advanced Civics. Under Plan D, American 
History may also be correlated with Problems of Democracy. Perhaps the 
best examples of correlation, however, may be found in those systems 
where an effort is made to correlate the course in American History with 
Problems of Democracy throughout the third and fourth years. 

Teachers and pupils alike should realize that democracy is the funda- 
mental thing in American History. Our great national questions are solved 
by the application of democratic principles. If this is kept steadily in 
mind, those who in the high school are privileged to study again the won- 
derful history of our country, will receive additional training of a high 
order for the responsibilities of American citizenship. 



Course of Study for High Schools 19 



Aims and Values of American History 

The Committee on Social Studies of the National Education Associa- 
tion proposes as the primary aim of instruction in American History: 

1. "To develop a vivid conception of American nationality, a 
strong and intelligent patriotism, and a keen sense of the responsibility 
of every citizen for national efficiency (economic, social, political). It 
is only on the basis of national solidarity, national efficiency, and 
national patriotism that this or any nation can expect to perform its 
proper function in the family of nations." 

The joint Committee on History and Education for Citizenship, which 
made its report, in 1920, supplements the statement of the former com- 
mittee in the following terms: 

2. "The development of a strong and intelligent patriotism that is 
not chauvinism, but which recognizes the faults and failures of our 
people, and the moral responsibility of every citizen to study national 
problems and help to solve them." 

Methods of Teaching 

The success of a course in American History depends upon the skill 
of the teacher in the organization and presentation of her subject matter. 
Some of the more important general suggestions to be observed are: 

1. In general, use the topical method of presentation. This method 
is recommended as being conducive to the easier learning and remem- 
bering of facts. 

2. Whenever it is possible to do so, a special type of the topical method 
should be employed by organizing the material in the form of problems or 
projects. This method is conducive to real thinking on the part of pupils. 

3. Make much use of collateral reading, of maps, pictures, diagrams, 
and charts. 

4. Encourage free discussion by the pupils. Don't let the history reci- 
tation degenerate into the mere hearing of lessons from the text-book. 

5. Stress social and economic elements rather than the political and 
military. 

6 In planning each lesson, seek to discover the opportunities offered 
hy the material to bring the past to bear in a vital way upon the present. 

7. Make use of geography in teaching history, and lead pupils to see 
the geographic factors in the history and development of nations. 

8 Make history teaching vital by giving a sufficiently rich and inten- 
sive treatment to the large topics so as to insure understanding and feeling. 
Encourage in every way outside reading by pupils, such as historical novels 
and essays, leading magazines of opinion. 

9. Make use of interrelationships, contrasts and comparisons, cause 
and effect. 

10. At times use some present problem or issue as a starting point for 
the study of a topic. 

11. Make your reference assignments definite. 

Outline of Subject Matter 

Suggested topics for the course in American History are: 

I. The American an Immigrant from Europe — 
1. Europe at the time of Columbus. 
2 The effects of Columbus's discovery upon Europe. 
3. Conditions leading to rapid development of the United States. 

II. English Colonization of America — 

1. Efforts made before Jamestown— 1607. 



20 Course of Study for High ScHOOiiS 



2. Conditions in England favoring Colonization. 

3. Methods of Colonization. 

4. Character of Colonists. 

5. Nationalities that blended to make the American. 

6. Results of these Immigrations. 

7. Success of English Colonists. 

III. Political Development — Democracy — 

1. Southern Colonies. 

2. New England Colonies. 

3. Results of the Assemblies. 

4. Establishment of Public Eudcation. 

5. Intercolonial or French and Indian Wars. 

IV. Revolutionary Period — 

1. Causes of Revolutionary War. 

2. The Revolutionary War. 

3. Declaration of Independence. 

4. Doctrine of the Declaration of Independence. 

5. Articles of Confederation — First Constitution. 
• 6. Washington — the Man. 

7. Importance of Burgoyne's Surrender. 

8. Value of Campaigns in West. 

9. Yorktow^n. 

V. Critical Condition of United States, 1783-1789 — 

1. General Condition of United States. 

2. Difficulties with Foreign Countries. 

3. Annapolis Convention. 

4. The Constitutional Convention. 

5. Principles of the Constitution. 

VI. Growth of the Nation Under the Constitution — 

1. Choice of Washington as President. 

2. Formation of Cabinet. 

3. Adoption of First Ten Amendments. Bill of "Rights. 

4. Financial Policy of Alexander Hamilton. 

5. The Rise of Two Political Parties. 

6. Foreign Affairs. 

7. Domestic Affairs. 

8. Downfall of the Federalist Party. 

9. Republican-Democratic Party. 

VII. War of 1812— 

1. Economic and Commercial Freedom.' 

2. Results of War. 

VIII. Internal Development — 

1. Industrial and Political Conditions. 

IX. The Monroe Doctrine — 

1. The Circumstances that Inspired it. 

2. Significance of the Doctrine. 

3. Political Growth of United States. 

X. Civil War— 

1. Remote Causes. 

2. Immediate Causes. 

3. T'le Slavery Question. 

4. Tbe Conflict. 

5. Results of War. 



CouESE OF Study for High Schools 21 

XI. Reconstruction — 

1. The Problems of Reconstruction. 

2. The Status of Seceded States. 

3. Lincoln's Plan. 

4. Johnson's Plan. 

5. Plan of Congress. 

6. The Conflict Between Johnson and Congress. 

7. The "Crime" of Reconstruction. 

8. The White Man's Return to Power. 

9. Maximilian in Mexico. 
10. Alabama Claims. 

XII. New Industrial Age, 1865-1898— 

1. The Centennial Exposition at Philadelphia, 187G. 

2. New Types of Leaders. 

3. Western Development. 

4. Inventions. 

5. Labor Questions — Troubles. 

6. Consolidation of Large Business Interests. 

XIII. Spanish War — 

1. Cause — Protection of Human Rights. 

2. Results. 

3. The Growth of Our Colonial Empire. 

XIV. Qurrency and Banking. 

XV. United States and the World War, 1914-1918— 

1. General Causes of the War. 

2. Plans of the Central Powers in 1918. 

3. These Plans Frustrated. 

4. America's Part in Peace Treaty. 

5. Washington Conference on Limitation of Armament. 

6. Achievements for Which America May Feel Justly Proud. 

7. Political Developments of the Twentieth Centui-y. 

8. American Ideals. 

BIBLIOGRAPHY 

I. References for Pupils: 

See list of books suggested in First Purchase List of One Thousand 
Books for High School Libraries. 

II, References for Teachers: 

Historical Outlook, June, 1921: McKinley Publishing Company, Phila- 
delphia. 

Johnson: The Teaching of History. Macmillan. 

Kendall and Stryker: History in the Elementary School. Houghton. 

Mayer: Thought Questions for Students of American History. Allyn. 

National Society for the Study of Education: Twenty-second Year 
Book, Part II. Public School Publishing Company. 

Schlessinger: New Viewpoints in American History. Macmillan. 

Simpson: Supervised Study in American History. Macmillan. 

Simons: Social Forces in American History. Macmillan. 

Tryon: The teaching of History in the Junior and Senior High Schools. 
Ginn. 

(See also Courses of Study in Social Science issued by the State De- 
partments of Education in Indiana, Iowa, Maryland, Nebraska and Penn- 
sylvania.) 



22 Course of Study for High Schools 

7. PROBLEMS OF DEMOCRACY 

It is generally agreed that the culminating course in the Social Science 
Studies should be a full unit course in Problems of Democracy. It is also 
generally agreed that the proper place for this course is in the last year 
of the high school, when pupils are more mature and when they have had an 
oppoi-tunity to build up by class study in American History and other sub- 
jects, by reading current newspapers and magazines, and by personal expe- 
rience and observation, a reasonably satisfactory background to pursue 
such a course successfully. For these reasons Problems of Democracy 
should always be offered in the fourth year of the high school course, 
except in small school systems where, as previously indicated, it is necessary 
to alternate the course with American History in the junior year. 

The purpose of this course, as stated above, is to give high school 
pupils a more definite and comprehensive view of "social, economic, and 
political principles and problems." Although there is some difference of 
opinion regarding the nature of the work that should be offered in this 
course, the material is usually drawn from each of three fields: 

1. Political Science or Advanced Civics. 

2. Elementary Economics. 

3. Elementary Sociology or Social Problems. 

Type courses are outlined below in two of these three fields. 

A. Elementary Economics 
General Objectives in Elementary Economics 

1. To gain some idea of the wealth-getting and wealth-using activities 
of man. 

2. To understand the fundamental laws underlying the economic 
activity of society. 

3. To understand the economic organization of society. 

4. To study the workings and effect of economic laws. 

5. To gain a clearer conception of many every-day activities, their 
causes, workings, and results. 

6. To see the interaction of factors in economic life. 

7. To study the four leading problems of consumption and production 
of commodities, the methods of exchange, and the distribution of returns. 

8. To understand as far as possible the trouble with industry today 
and to analyze the methods of improvement. 

General Plan of the Course 

Unit I. Introductory (2 weeks). 

Unit II. Consumption (3 weeks). 

Unit III. Production (3 weeks). 

Unit IV. Exchange (3 weeks). 

Unit V. Distribution (3 weeks). 

Unit IV. Industrial Reform (3 weeks). 

Outline of Subject Matter 
Unit I. Introduction — 

1. Definition of economics and economic principles. 

2. The purposes and importance of the study. 

3. The changed viewpoint. 

4. A comparison of the new aims of economics with those in 
the study of citizenship. 

5. The foundations of economic life. 

6. A study of economic terms. 

7. The general divisions of the study. 

8. A review of the principles and purposes of economics in 
relation to the aims of the other social sciences. 



Course of Study for High Schools 



2a 



Suggested Projects 

1. Family expense account and income. 

2. City distribution of labor. 

3. Savings accounts. 

4. Public school budget and its purposes. 

Unit II. Consumption — 

1. Introductory Remarks: 

a. Importance of this problem. 

b. Why goods are consumed. 

2. Law of Supply and Demand: 

a. Definitions. 

b. How these factors operate. 

c Price and its relation to these. 

d. Conditions under created or artificial demand. 

3. Law of Marginal Utility: 

a. Law of diminishing utility. 

b. The marginal utility. 

4. Practical Consumption: 

a. Wise and unwise consumption. 

b. Wise and unwise spending. 

5. Community Co-Operation: 

a. Consumers' co-operative movement. 

b. Defects, merits, future. 

6. Governmental Aid in Consumption: 

a. Part the government can play. 

b. Non-partisan League in North Dakota, 
c Price-fixing during war. 

d. Way in which the Government can help. 

Suggested Projects 

1. Preparation of a model family budget. ^ .^oa 
2 Study of difference in cost of living in 1914 and 1924. 
3'. Modern advertising, a means of creating demands 

4. Consumers' co-operative movement in United States. 

5 North Dakota's Non-partisan League. 

6. Price-fixing during the World War. 

Unit III. Production — 

1 Introduction— what production is and its leading factors: 
■ a Historical background; growth from home or domesticr 
system through industrial revolution to factory system. 

2. Types of production or industry: 

a. Extractive. 

b. Manufacturing. 

c. Commercial (transportation and marketmg). 

3. Large-scale production— why we have it: 
a Advantages and disadvantages. 

b Limitations upon its scope of efficiency, 

c. Division of labor as part of this system. 
4 Factors in production: 

a. Labor and its division, or specialization, 

b! Land— natural resources. 

c. Capital. 

d. Management. 

Unit IV. Exchange — 

1. Introduction: 

a. What exchange is and why it is necessary. 

b. Early forms of exchange — barter. 

c. Development of money. 



24 



Course of Study for High Schools 



Money as a medium of exchange: 

a. Functions of money. 

b. Characteristics of good money. 

c. Coinage. 

d. Kinds of money besides coin, i. e., substitutes in the form 
of government paper. 

e. Operation of Gresham's Law. 

f. Relation of quantity of money to prices. 

g. Dangers in the use of paper money. 

h. Monetary history of the United States. 
Credit: 

a. Credit's uses. 

b. Common forms. 

c. Advantages and drawbacks to its use. 
Banking and Banking Operations: 

a. Development of the practice of banking. 

b. Kinds of banks and principal use of each. 

c. Services banks render. 

d. Banking operations. 

(1) Deposits, checks, loans, etc. 

e. A bank statement. 

f. Banking history of United States. 
International Trade: 

a. Purpose and importance. 

b. Special obstacles in this trade. 

c. Agencies or methods of payment. 
Fluctuations in prices: 

a. Quantity of money and prices. 

b. Index numbers and their significance. 

c. Overproduction — is it possible? 

d. Business booms and prosperity. 

e. Effect of extending credit too freely. 

f. Business crises and financial panics. 



Unit V. Distribution- 



Introduction: 

a. Meaning of the problem. 

b. Review the factors in production. 

c. Definition of new terms. 
Theories of Distribution — 

a. Monopoly theory — unfair but the one used. 

b. Productivity — the fair theory, but so far almost unused. 
Distribution of wealth in United States: 

a. Ineqality of riches and its causes. 

b. Problems arising from this condition. 
Distribution to the various factors. 

a. Rent — return to land. 

b. Interest — return to capital. 

c. Business profits — return to management. 

d. Wages — return to labor. 



Suggested Projects 

Distribution of wealth in the United States — to families 

according to income. 

The single tax plan. 

Great fortunes in United States. 

Study of some great "captain of industry." 

History of the American Federation of Labor. 

The strike as a weapon of organized labor. 

Closed vs. open shop. 

Compulsory arbitration in New Zealand. 

New immigration law. 



Course of Study for High Schools 25 

10. Labor legislation by the United States Government. 

11. Women workei's in Arkansas. 

Unit VI. Industrial Reform — 

1. Introduction — What is wrong in industry today? 

a. Evils of capitalistic system. 

b. Antagonism of public to "big business." 

c. Unfair distribution. 

d. Struggle between capital and labor. 

2. Principal changes proposed: 

a. The I. W. W. 

b. Anarchism. 

c. Communism. 

d. Socialism. 

(1) Merits and demerits. 

(2) Tendency toward government ownership. 

3. Reform in present system of private industry to help matters: 

a. Employers' part. 

b. Laborers' part. 

c. Government's part. 

d. Public's part. 

4. Outlook for the future. 

Suggested Projects 

1. Bonus and profit-sharing. 

2. Social insurance. 

3. Child labor laws. 

4. Government control of public utilities. 

5. Woman labor laws. 

6. The I. W. W. theory. 

7. Anarchism. 

8. Communism. 

9. Socialism. 

B. Social Problems or Elementary Sociology 
General Aims 

In "Social Problems" as taught in the high schools, the aim is to lead 
the pupil to understand some of the more important existing social con- 
ditions; to show the complete interdependence of individuals in our social 
organization; to develop a social-minded attitude toward present day social 
conditions by developing a sense of responsibility in the individual as a 
member of social groups; and to develop habits that may lead to effective 
participation in social activities. 

General Plan of the Work 

The course in "Social Problems" ordinarily covers a period of one-half 
year, five recitations per week. This course in "Social Problems" is planned 
for the last semester of the Senior year. 

Outline of Material to be Used 

I. Introduction — 

A. The present complex system of society and social institutions. 

B. The necessity for trained intelligence to avoid waste of human 
efforts. 

C. A clear understanding of modern social problems as a basis for 
for intelligent participation in groups. 

II. American Social Problems — 

A. The family: 

1. Origin and importance of the family. 



26 Course of Study for High Schools 

2. Functions of the family. 

3. Forms of the family. 

a. The maternal and paternal families. 

b. Polygamy. 

c. Monogamy. 

4. The problem of the modern family. • 

a. Instability. 

b. Divorce. 

(1) Causes. 

(2) Remedies. 

c. Housing conditions. 

B. Population: 

1. Growth. 

a. Increase in numbers. 

b. Change in sources of immigration. 

2. Distribution. 

a. Geographically. 

b. Racially. 

c. Rural or urban. 

d. Other aspects. 

3. Statistics. 

a. The decreasing birth rate. 

b. The decreasing death rate. 

C. Immigration: 

1. History of past immigration. 

2. The modern problems. 

3. Social results of immigration. ' 

4. Reconstruction of our immigration policy. 

D. The American race problem: 

1. Early history of the negro in America. 

2. Problems of the present day. 

E. Crime: 

1. Definition. 

2. Classification. 

3. Causes. 

a. Objective causes. 

(1) Economic environment. 

(2) Social environment. 

(3) Political environment. 

b. Subjective causes. 

(1) Physical and mental defects. 

(2) Intemperance. 

(3) Age and sex. 

(4) Lack of character development. 

(5) Ignorance. 

4. Remedies for crime. 

a. Elimination of objective causes. 

b. Correction of physical defects. 

c. Elimination and control of mental defectives. 

d. A constructive plan of education providing wholesome, nor 
mal, active interests. 

5. Treatment of crime. 

a. Attitude toward the criminal. 

b. Reasons for punishment. 

c. Modern treatment of prisoners. 

F. Poverty and pauperism: 

1. Nature of poverty. 

a. Distinction between poverty and pauperism. 

b. Analysis of the present situation. 

2. Causes. 

3. Remedies for poverty and pauperism. 

a. Institutional care for mental and physical defectives. 



Course of Study foe High Schools 27 



b. Constructive relief. 

c. Charity. 

G. The problem of industry: 

1. The history of the rise of industry. 

a. The mercantile system. 

b. Laissez faire. 

c. Industrial revolution. 

2. Characteristics of modern industry. 

a. Large-scale production. 

b. Division of labor. 

c. Specialization of industry. 

d. Integration of business. 

e. Corporate form of organization. 

f. Strife between capital and labor. 

3. Labor organizations. 

a. Classification. 

b. Purpose. 

c. Objectives. 

d. Methods and policies of labor unions. 

4. Employers' associations. 

a. Purpose. 

b. Industrial benefits. 

5. Social results of the industrial system. 

6. Child labor. 

a. Causes — Poverty, low wages, indifference of public, type of 
machinery. 

b. Results — Physical and mental retardation, ignorance and 
illiteracy, moral degradation. 

c. Attempts at child labor legislation. 

d. Minimum provisions of a good child labor law. 

7. Women in industry. 

a. Causes. 

b. Effects of women in industry. 

8. Needed legislation. 

a. Child labor law. 

b. Minimum wage law for women. 

9. Modern tendencies in industry. 

a. Federal control of big business. 

b. Employers' liability laws. 

c. Social insurance. 

d. Laws regulating hours, working conditions, etc. 

e. Reform of tenement districts. 

f. More attention to opportunity of workers for recreation. 

g. Attempts to bring about more cordial relations between 

capital and labor. 

H. Defectives: 

1. The blind. 

a. In the United States. 

b. Causes of blindness. 

c. Prevention of blindness. 

d. Education of the blind. 

e. The blind in industry. 

2. The deaf. 

a. Causes of deafness. 

b. Ability to speak. 

c. Education of the deaf. 

d. The deaf in industry. 

3. The feeble minded and the insane. 

a. Causes of mental defects. 

b. The treatment of mental defectives. 

c. Prevention of mental defects. 



28 Course of Study for High Schools 

4. Victims of accident and war. 

a. Education — vocational and trade schools. 

b. Medical care. 

c. Their place in industry. 

I. The liquor problem: 

1. Survey of the traffic. 

2. Effects of intemperance. 

3. Control socially justified. 

4. Methods of control. 

J. Education: 

1. Importance of education. 

a. Insures better social environment. 

b. Makes more intelligent citizens. 

c. Develops socially efficient individuals. 

d. Equalizes individual opportunities. 

2. Fundamental principles underlying our present system. 

a. Free. 

b. Non-sectarian. 

c. Universal. 

3. Compulsory attendance laws. 

4. Recent tendencies in education. 

5. Education a means of social progress. 

K. Conservation. 

1. Conservation of natural resources. 

2. Conservation of plant and animal life. 

3. Conservation of human life. 

Suggested Projects to be Used 

1. Construct a map of the community showing the desirable and unde- 
sirable features, with suggestions for improvement. 

2. Draw plans for a community house, indicating social purposes. 

3. Conduct a socialized recitation or series of recitations and from 
the problems in group co-operation and control that arise formulate a 
statement of the principles of group control. 

4. Participate in the outdoor relief projects of the community. 

5. Participate in the Americanization of foreigners by assisting some 
particular student to become familiar with American ways and ideals. An 
analysis of the problems of Americanization should grow out of a project 
of this kind. 

6. Plan and carry out an evening's entertainment for some social group 
such as shall provide wholesome diversion without harmful results. 

7. Plan and stage a play or pageant showing the proper social attitude 
toward defectives, criminals, or paupers. 

8. Assist in making a social survey of the community. 

9. Carry on a system of co-operative school government. 

10. Make a special survey of the health conditions of the community, 
collecting data, charting the results, and making recommendation for 
advisable changes. 

11. Formulate a model child labor law for Arkansas. 

12. Formulate a model compulsory school attendance law for Arkansas. 

Suggestions on Methods of Presentation 

1. The content of the course should be presented as problems to be 
solved, not as text material to be learned. 

2. The socialized recitation should be employed as the best means of 
obtaining the results sought. 



Course of Study for High Schools 29 

3. The work will be greatly facilitated by the uses of projects such as 
are given in another part of this report. "Group" projects are valuable in 
developing the social attitude on the part of the individuals. 

BIBLIOGRAPHY 
I. References for Pupils: 

See list of books suggested in First Purchase List of One Thousand 
Books for High School Libraries. 

il. References for Teachers: 

Almack: Education for Citizenship. Houghton. 
Cooley: Human Nature and the Social Order. Scribners. 
Dewey: Human Nature and Conduct. Holt. 
Davis: Immigration and Americanization. Ginn. 
Devine; Misery and its Causes. Macmillan. 
Edman: Human Traits. Houghton. 
Fairchild: Applied Sociology. Macmillan. 
Ford: Social Problems and Social Policy. Ginn. 
Giddings: Study in the Theory of Human Society. Macmillan. 
Gault: Social Psychology. Henry Holt. 
Goddard: The Kallikak Family. Macmillan. 
Goddard: Feeblemindedness. Macmillan. 
Hayes: Introduction to the Study of Sociology. Appleton. 
Howard: History of Matrimonial Institutions. University of Chicago 
Press. 

LeBon: The Crowd. Macmillan. 

Martz and Kenneman: Social Science for Teachers. Houghton. 

Patten: New Basis of Civilization. Macmillan. 

Ross: Social Control. Macmillan. 

Snedden: Civic Education. World. 

Smith: Who Is Insane? Macmillan. 

Westmark: History of Human Marriage. Holt. 

Walter: Genetics. Macmillan. 

Woodrow: Brightness and Dullness of Children. Lippincott. 

Courses of Study Issued by State Departments of Education 

The Teaching of the Social Studies, 1924. Baltimore, Md. 
History and Social Sciences, 1923. Harrisburg, Pa. 
Civics and Economics (Grades 5-12), 1922. Lansing, Mich. 
Problems in Democracy, 1923. Trenton, N. J. 

8. CLASSROOM SUPPLIES AND TEACHERS' AIDS 
Charts and Maps 

Among the principal firms dealing in history maps are: 

McKinley Publishing Company, Philadelphia, Pa.: Desk and wall out- 
line maps and maps in "Illustrated Topics" for loose-leaf note books. 

Iroquois Publishing Company, Syracuse, N. Y.: Desk outline maps and 
"Study Guides" containing outline maps for the units treated. 

Rand-McNally & Company, Chicago: Wall maps, wall and desk outline 
maps, and blackboard maps and stencils. 

A. J. Nystrom & Company, Chicago: Wall maps, wall and desk outline 
maps, and blackboard outline maps. 

Denoyer-Geppert Company, Chicago: Wall maps of all kinds, charts 
and pictures. 



30 Course of Study for High Schools 

Visual Aids — Lantern Slides 

Keystone View Company, Meadville, Pa. 

Outlines 

Soutwestern Publishing Company, Dallas, Texas: Outlines in civics 
and history. 

Magazines 

Historical Outlook. McKinley Publishing Company, Philadelphia, Pa. 
Journal of American History. 37 West 39th Street, New York City. 
Journal of Geography. Broadway and 165th Street, New York City. 
American Political Science Review. Madison, Wis. 

American Journal of Sociology. University of Chicago Press, Chicago. 
The American Historical Review. Macmillan Company, New York City. 



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